Professional Documents
Culture Documents
grade them in the Phase One handout and again where I share the rubric for student examples.
In both cases, the rubrics appreared on the following page and I have not been able to move
them up. This document extends ten full pages. All my links are google docs. I made sure to
change the settings so that anyone with the link can view. My grades panned out strangely for
this assignment. Students either knocked it out and scored in the 90s or stuggled and scored in
the 70s. I really did not have a good mid-range example to share. Outside of that, I feel good
about the evidence I have gathered. I look forward to your feedback.
Thank you,
Kristen Finucan
approach a peer edit before allowing students to practice. I have set aside an entire class period
for the training and a class period for the peer edit. My classes are 90 minutes long.
Common Core Standards Met by the Peer Edit Assignment:
CCSS.ELA-LITERACY.RI.11-12.5
Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition
or argument, including whether the structure makes points clear, convincing, and engaging
CCSS.ELA-LITERACY.SL.11-12.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the
stance, premises, links among ideas, word choice, points of emphasis, and tone used.
Handout for Students
Introduction
Argument
Development
Tone
Conventions
The Process
Step One: Take a few minutes and take turns talking. Voice any concerns you may have about
your paper to your partner. For instance, is there a particular section of the paper or aspect of
your argument you would like specific feedback on?
Step Two: Read your partners paper straight through without adding any comments verbally or
on the google doc. Think back to all the times we have analyzed an authors purpose. Can you
see the purpose in partners paper?
Step Three: The Introduction - Go back and reread your partners introductory paragraph.
Highlight or underline the hook in your partners paper. What can the writer do to further connect
with the reader in the introduction? Underline the thesis statement. Judging by their thesis
statement alone, what argument is the writer making? How does the writer plan to prove his or
her argument to the reader? Remember our discussion about thesis statements and how they
function as roadmaps for the reader. Address these issues in the comments you leave on the
paper.
Step Four: Argument - Take a look at the writers argument. Did he or she convince you of the
merit of their argument? On their google doc, highlight the evidence the writer provides to
support the claim. Examine the quotations the writer chose. Do they further the writers
argument? What steps can the writer take to strengthen the argument? Address by adding
comments to your partners paper.
Step Five: Development of the Argument - This is a time to look closely at the body paragraphs.
Each should support the thesis statement. Is the argument presented logically from beginning to
end? Is there anywhere in the paper where the logic falters? Did the writer present the evidence
in such a way that it fully supported his or her argument? Does any of the evidence presented
require further explanation or analysis? Address this in your comments.
Step Six: Tone How would you describe the tone of this piece? Identify diction that you find
instrumental in creating the tone. Are there any words or phrases that could be replaced (check
for colloquialisms) to contribute to a more formal tone?
Step Seven: Conventions For this step, I would like you to check for the five most common
errors I see when I grade papers. They are as follows:
1. Second Person Point of View (As you can see . . ., When you study . . ., etc.)
2. Quotations that are not introduced
3. Information that is not cited correctly
4. Shifts between past and present tense
5. Solid transitions from one paragraph to the next.
Assessment
Share with me a copy of your partners rough draft with your comments via google docs. I will be
evaluating your editing suggestions using the rubric below:
Here is a link to the presentation I talked through with my students in order to guide them
through this process:
https://drive.google.com/file/d/0B0f_RTMHGgtxT0VjYklKZ3RCSm8/view?usp=sharing
Student Example One:
https://docs.google.com/document/d/1xQS7ZZCjbngWzYK4BbF48XVLeizeM5oZZsCW_na2IxM
/edit?usp=sharing
Rubric With Score for Student Example One:
were adding them. Moving forward, it is vital that you allow yourself enough time and rest to give
your best to your assignments.
Link to Student Example Three (please see pages 1-5 only. These partners submitted both their
papers on one google doc.)
https://docs.google.com/document/d/1pwcSeDV5qcReP51W67guPvohCinJ_kS7HTePqY1ltro/e
dit?usp=sharing
Rubric for Student Example Three:
your encouraged S. to correct his spelling and grammar, but did not point out what corrections
needed to be made. Going forward, please be as detailed as you can in assisting your peers.